|
|
Art vs. Graffiti: Whodunnit?
A WebQuest for 10th Grade
Art Appreciation
Designed by
Allen Blair and Debra Lemak
blair740@yahoo.com , debralynn27@yahoo.com
Introduction
| Task | Process
| Evaluation | Conclusion | Credits
Introduction
Someone has done graffiti on the wall outside
of the Louvre. No one knows who did it and the locals are fighting whether
to leave it there as art or whether it should be removed as an act of vandalism.
Now there will be a court trial to decide these things. You have been chosen
to defend an artist. One group of you will be asked to figure out whodunnit
and decide the fate of the wall painting. Are you up to the task?
The Task
Students will be able to find out:
The Process
- You will
split up into six groups of five
- Five
groups will be assigned a specific artist and style
-
Students
will be able to choose from: Vincent Van Gogh, Pablo Picasso,
Georgia O'Keeffe, Henri Matisse, and Claude Monet
-
Each group
will present their case on why their assigned artist was not responsible
for the graffiti seen at the top of this page.
-
The group's
testimony must include the artist's period, style, history, influences,
subject matter, color scheme, artistic elements most often used, and samples
of the artist's work.
-
One group
will serve as the jury and be responsible for identifying the culprit
-
This jury
group will be responsible for researching the works of Diego Rivera and
seeing how his work relates to graffiti and art
-
Class will
hold a trial on Thursday, so everyone must come prepared
-
Each group
will have fifteen minutes to present their case. This presentation must
include all the information you were assigned to find and must include at
least two visual aids.
-
At the end
of this class period, the jury group must decide Whodunnit based on the
evidence given during the trial.
-
At the end
of the week, students will split up into two groups and debate whether
graffiti is a form of art or vandalism.
Evaluation
Students will be assessed as
a group. However, participation points for the final debate will be on
an individual basis.
|
|
Beginning
1
|
Developing
2
|
Accomplished
3
|
Exemplary
4
|
Score
|
|
Teamwork
|
Minimal work was done,
collaboration was not evident
|
Each member had identifiable
tasks but end result was not cohesive
|
Each member did sufficient
amount of work, but results werent't as collaborated
|
All group members worked
together, end result was seamless
|
|
|
Content
|
Not much more than artist's
name was found
|
Listed a few of the required
points
|
Found all required points
|
Found
and elaborated on required information |
|
|
Presentation
|
Not organized and with no
visual aids
|
Had information but was
not organized, had visual aids but did not refer to them
|
Information was presented,
visual aids were present and refered too, however all group members did
not participate
|
Presented all information
clearly, each member participated, visual aids were refered to
|
|
|
Creativity
|
Students did little more than present information
|
Students thought out presentation but design
was lacking
|
Visual aids enhanced information, students put own twist of presentation
|
Obvious effort put into making project their own, successfully
used talents of all members
|
|
Conclusion
We have looked at six artists
and their styles and have learned about them through creative presentations
by all groups. Would you be able to identify the work of these artists without
being told? We have also used critical thinking to debate a common problem
in the U.S. about graffiti on walls. Did the class agree with your conclusions?
Were your beliefs changed?
Credits &
References
Images at top
were borrowed from www.art.com
Background courtesy of Gotomy.com
Last updated on August
22, 2003. Based on a template
from The WebQuest
Page
|
